Education – do examinations get in the way of learning?
alk about learning and educators will enthuse about creativity, discovery and development. Add the term examination or grades and the conversation takes a different slant. The post below from Tricia Kelleher (Principal of the Stephen Perse Foundation) skilfully highlights the importance of ‘space for development’ ahead of a ‘collection of grades’.
“Watch out for the sharks! The plank is for the bad pirates.” This snatch of conversation between two 3 year old children in our Pre-prep captures brilliantly their learning experience. Adults tend to equate learning to the amount of time children sit behind desks. The children I observed today were outside, creating a world of buccaneers, princesses and sword wielding heroes. I was even given a lesson in ballroom dancing by two little girls keen to share their skills with me.
Of course, the principle underlying the lesson was independent learning. The teachers had skilfully configured the spaces to support discovery and creativity. Each child was encouraged to explore the possibilities offered to them and “to play” – by play I mean problem solving, creativity, showing initiative. Essentially developing a positive learning disposition.
The year 2 children meanwhile were coming to the end of plan-do-review day and were reflecting on what they had learnt. They had complete freedom to design their own project. Sadly the pressure of time had prevented the completion of a model of Henry VIII, the painting of a cottage and the markings on an aeroplane. All the children had learnt an important lesson about time management and, as one boy observed, how much they enjoyed “collaboration” (his word).
This window into the world of young children’s learning was a timely reminder to me about the importance of providing space for children to develop. The national obsession with measuring progress places a premium on cognitive development which, whilst more easily measurable, is not about the whole child.
Interestingly, at the other end of the educational spectrum, the International Baccalaureate offers a sixth form programme which is about breadth both in terms of subject content and assessment. Students enjoy an intellectual challenge which stretches them and an assessment framework which requires more than performance in a terminal examination – group work, extended essay, presentations are an integral part of this programme. Intellectually coherent and clearly valuing so much more about the student, there is much to recommend the IB. The learning is embedded in this programme.
And then we have our national qualification. It strikes me as someone with responsibility for children aged 3-18 that our examination system almost gets in the way of learning. With national exams required to fulfil different purposes – measuring a school, value added, individual’s attainment – is it any wonder that the development of an individual can get lost in the exam conveyor belt? The current debate about standards in education has become subsumed by proposed changes to the national examination framework. In my view this is the wrong way round. Surely the big debate should be focused on learning and exams configured to capture what we truly value.
Yet I also know that we measure what we measure because we always have done it this way. The exam machine is grinding away and our children are destined to pass through it for better or worse. This is their passport to the future. As a school we are determined to add stamps to this passport – for us it is about the education of an individual and it is our responsibility to ensure this is about more than passing exams. A young person is surely more than a collection of grades; they are the future.